INTRODUCTION IMPORTANT NOTE TO ALL TEACHERS

Transcription

1 INTRODUCTION The Hinsdale School District PreK-12 science curriculum is a coordinated program built around science education and the expectations of the New Hampshire Curriculum Frameworks. It proceeds sequentially; introducing, expanding, and further exploring content at appropriate grade levels with increasing degrees of depth and complexity. The Common Core State Standards for English Language Arts include standards pertaining to all content areas. Teachers are responsible for incorporating the Common Core State Standards into their science instruction. IMPORTANT NOTE TO ALL TEACHERS It is important for teachers to follow the curriculum for each grade level or class as described in this guide; the integrity of the PreK-12 sequence has been carefully considered in its creation. Grade levels and individual classes have some degree of flexibility in designing the sequence of topics through the year, but addressing the provided scope is required. At the elementary level, the topics for each grade level have been carefully planned so as to address necessary content without redundancy or omission to meet the expectations of the NH frameworks and high stakes testing. At the middle school and high school levels the curricula are also constructed to fully meet the expectations of the NH frameworks and high stakes testing. The guiding questions in each section make clear the topics of inquiry (scope) for each grade. These topics change and build on each other through the grades (sequence), making it imperative that each teacher use the guiding questions to plan instruction.

2 SCIENCE INQUIRY Capture student interest and motivate continued learning! Inquiry involves QUESTIONING. Inquiry requires being able to identify assumptions, to use critical and logical thinking, and the ability to consider alternative explanations. Inquiry might be highly structured where known outcomes are clear, or students may be free to explore with unanticipated results! Students engaged in Inquiry: make observations pose questions propose answers examine what they may already know review already researched information explain / communicate results use tools to o gather o analyze o interpret data Students use journals to record observations, thoughts, ideas, and models, create diagrams, and represent data and observations with plots and tables. Students present their work to others with models, graphs, reports, posters, etc. Asking students questions to guide continued exploration provides opportunities for discussion, further reflection, and student decision-making. Appropriate activities are safe, developmentally appropriate, and directly related to the curriculum. Sufficient tools and materials must be available and science inquiry vocabulary (provided in guide) used. FIGURE

3 Essential Understandings The Science Curriculum for Hinsdale Elementary, Middle and High School is built around the standards listed in the New Hampshire Curriculum Framework. Science is divided into three content domains (Earth Space Science, Life Science, and Physical Science) and one Science Process Skills domain. The three content domains should encompass the Scientific Process Skills of Inquiry and Critical Thinking Skills. The following list of Essential Understandings or Enduring Knowledge Statements are used across all grade levels.

4 Essential Understandings Earth Space Science Strand (Enduring Knowledge Statements) ESS1 The Earth and Earth materials, as we know them today, have developed over long periods of time, through constant change processes. ESS2 The Earth is part of a solar system, made up of distinct parts, which have temporal and spatial interrelationships. ESS3 The origin and evolution of galaxies and the universe demonstrate fundamental principles of physical science across vast distances and time. ESS4 The growth of scientific knowledge in Earth Space Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues. Stem (rows) in GSEs 1. Atmosphere, Climate, and Weather 2. Composition and Features 3. Fossils 4. Observation Of The Earth From Space 5. Processes and Rates Of Change 6. Rock Cycle 7. Water 1. Earth, Sun And Moon 2. Energy 3. Solar System 4. View From Earth 1. Size And Scale 2. Stars And Galaxies 3. Universe 1. Design Technology 2. Tools 3. Local And Global Environmental Issues 4. Career and Technical Education (NH Department of Education- NH Curriculum Framework 2006)

5 Essential Understandings Life Science Strand (Enduring Knowledge Statements) LS1 All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, and species). LS2 Energy flows and matter recycles through an ecosystem. LS3 Groups of organisms show evidence of change over time (e.g. evolution, natural selection, structures, behaviors, and biochemistry). LS4 Humans are similar to other species in many ways, and yet are unique among Earth s life forms. LS5 The growth of scientific knowledge in Life Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues. Stem (rows) in GSEs 1. Classification 2. Living Things And Organization 3. Reproduction 1. Environment 2. Flow Of Energy 3. Recycling Of Materials 1. Change 2. Evolution 3. Natural Selection 1. Behavior 2. Disease 3. Human Identity 1. Design Technology 2. Tools 3. Social Issues (Local And Global) Medical Technology and Biotechnology 4. Career Technical Education Connections (NH Department of Education- NH Curriculum Framework 2006)

6 Essential Understandings Physical Science Strand (Enduring Knowledge Statements) PS1 All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another (independent of size/amount of substance). PS2 Energy is necessary for change to occur in matter. Energy can be stored, transferred and transformed, but cannot be destroyed. PS3 The motion of an object is affected by force. PS4 The growth of scientific knowledge in Physical Science has been advanced through the development of technology and is used (alone or in combination with other sciences) to identify, understand and solve local and global issues. Stem (rows) in GSEs 1. Composition 2. Properties 1. Change 2. Conservation 3. Energy 1. Forces 2. Motion 1. Design Technology 2. Tools 3. Social Issues (Local and Global) Energy, Power, and Transportation Manufacturing 4. Career Technical Education Connections (NH Department of Education- NH Curriculum Framework 2006)

7 Strand (Enduring Knowledge Statements) SPS1 Scientific Inquiry and Critical Thinking Skills SPS2 Unifying Concepts of Science (including NECAP Science Assessment Targets by Big Idea) SPS3 Personal, Social, and Technological Perspectives SPS4 Science Skills for Information, Communication and Media Literacy Essential Understandings Science Process Skills Stem (rows) in GSEs 1. Making observations and asking questions 2. Designing scientific investigations 3. Conducting scientific investigations 4. Representing and Understanding results of Investigations 5. Evaluating Scientific Investigations NECAP Science Assessment Targets for Inquiry (INQ) May subject of performance component 1. Nature of Science (NOS) 2. Systems and Energy (SAE) 3. Models and Scale (MAS) 4. Patterns of Change (POC) 5. Form and Function (FAF) 1. Collaboration in Scientific Endeavors 2. Environment, Natural Resources, and Conservation 3. Science, Technology, and Design 1. Information and Media Literacy 2. Communication Skills 3. Critical Thinking and Systems Thinking 4. Problem Identification, Formulation, and Solution 5. Creativity and Intellectual Curiosity 6. Interpersonal and Collaborative Skills 7. Self Direction 8. Accountability and Adaptability 9. Social Responsibility (NH Department of Education- NH Curriculum Framework 2006)

8 Grade: 4 Earth Science ES1 Standards **S:ESS1:4:1.3 Based on data collected from daily weather observations, describe weather changes or weather patterns. [ESS1(K-4)POC-5] **S:ESS1:4:1.4 Explain how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane direction; wind sock wind intensity; anemometer speed; thermometer temperature; meter sticks/rulers snow depth; rain gauges rain amount in inches). [ESS1(K- 4)NOS-3] Guiding Questions What weather changes or patterns can be observed when looking at the data? (Bar graph, line plot) What scientific tools are used by scientists to gather data about the weather? How do scientists use the scientific tools to gather data about the weather? S:ESS1:4:2.2 Describe rock as being composed of different combinations of minerals. **S:ESS1:4:2.3 Given information about Earth materials, explain how their characteristics lend themselves to specific uses. [ESS1(K-4)FAF-6] **S:ESS1:4:2.4 Given certain Earth materials (soils, rocks, or minerals) use physical properties to sort, classify, and/or describe them. [ESS1(K- 4)INQ-1] S:ESS1:4:5.1 Identify and describe processes that affect the features of the Earth s surface, including weathering, erosion, deposition of sediment. What makes a rock? Describe how natural resources can be used to create products. (Car parts, tables, counter tables) What physical properties would be used to sort, classify and describe Earth materials? -Compare and contrast the physical properties of Earth materials.

9 Grade: 4 Earth Science **S:ESS1:4:5.2 Explain how wind, water, or ice shape and reshape the Earth s surface. [ESS1(K- 4)INQ+SAE-4] S:ESS1:4:6.2 Distinguish between the three categories of rocks (metamorphic, igneous and sedimentary) and describe the processes that create them. S:ESS1:4:6.3 Identify minerals by their physical properties, such as color, texture and cleavage, and describe simple tests used in the identification process. **S:ESS1:4:6.4 Use results from an experiment to draw conclusions about how water interacts with earth materials (e.g., percolation, erosion, frost heaves). [ESS1(K-4)INQ-2] S:ESS1:4:7.1 Recognize and describe the Earth s surface as mostly covered by water. S:ESS1:4:7.2 Explain that most of Earth s water is salt water, which is found in the oceans, and that fresh water is found in rivers, lakes, underground sources, and glaciers. How does the interaction between wind, water and ice effect the Earth s surface? (Cause / Effect) Classify the properties of the three categories of rocks. What is the Earth s process to create a rock? Identify and describe the physical properties of different Earth minerals. How does the interaction between water and earth materials affect the Earth s surface? What can be done to protect the Earth s surface? What percent of the Earth is covered in water? What percent of the Earth is covered in salt water, fresh water, and brackish water? Where would you find salt water, fresh water, and brackish water?

10 Grade: 4 ES2 None at this level ES3 None at this level ES4 None at this level Earth Science None at this level None at this level None at this level

11 Grade: 4 Earth Science Essential Vocabulary CONTENT Weather Weather changes / patterns Weather/wind vane Wind sock Anemometer Thermometer Meter sticks/rulers Rain gauges Rock Mineral Soil Three categories of rocks (metamorphic, igneous and sedimentary) Earth s surface Weathering Erosion Deposition of sediment Succession Wind / Water / Ice INQUIRY Identification process Experiment Observation Inference Hypotheses Question Conclusion Compare Sort Classify Predict Measure Unit Data Evidence Demonstrate

12 Grade: 4 Earth Science Suggested Resources/ Activities Weather Data Collection (temperature, precipitation, wind direction) (Weather Website) (Science Curriculum Website) (Science NECAP- Released items) Harcourt Science: Earth Science- Earth s Surface

13 GRADE: 4 LS1 LS2 Life Science Standards **S:LS1:4:1.2 Sort/classify different living things using similar and different characteristics; and describe why organisms belong to each group or cite evidence about how they are alike or not alike.[ls1(k-4)inq+poc-1] **S:LS1:4:2.3 Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire). [LS1(K-4)FAF-4] **S:LS1:4:2.4 Identify the basic needs of plants and animals in order to stay alive (i.e., water, air, food, space). [LS1(K-4)SAE-2] **S:LS1:4-3.4 Predict, sequence, or compare the life stages of organisms (plants and animals): e.g., put images of life stages of an organism in order, predict the next stage in sequence, and compare two organisms. [LS1(K- 4)POC 3] S:LS2:4:1.2 Describe the interaction of living organisms with nonliving things. S:LS2:4:2.1 Recognize that the transfer of energy through food is necessary for all living organisms and describe the organization of food webs. Guiding Questions What are the basic needs for a plant or animal to survive? What are the life stages of a plant / animal? Depending on the plant / animal how would the life stages be the same /different? (Frog/ Bear) What physical characteristics are needed for a plant / animal to survive? How do living organisms and nonliving organisms interact? How do plants and animal receive energy? What are the different types of energy? What is a food web?

14 GRADE: 4 LS2 Life Science **S:LS2:4:2.2 Recognize that energy is needed for all organisms to stay alive and grow or identify where a plant or animal gets its energy. [LS2(K-4)SAE-5] S:LS2:4:3.1 Recognize that plants and animals interact with one another in various ways besides providing food, such as seed dispersal or pollination. **S:LS2:4:3.2 Describe ways plants and animals depend on each other (e.g., shelter, nesting, food). [LS2(K-4)SAE-6] How do plants and animals interact and depend on each other? LS3 LS4 **S:LS3:4:1.3 Using information (data or scenario), explain how changes in the environment can cause organisms to respond (e.g., survive there and reproduce, move away, die). [LS3(K-4)SAE-7] S:LS3:4:3.1 Recognize that individuals of the same species differ in their characteristics; and explain that sometimes these differences give individuals an advantage in survival and reproduction. S:LS3:4:3.2 Recognize that for any particular environment, some kinds of animals and plants survive well, some less well, and some cannot survive at all. S:LS4:4:2.1 Explain how the amount of rest and the types of food, exercise and recreation humans choose can influence and affect their well-being. Explain how plants / animals adapt to their environment to survive? Describe natural selection. What is the difference between genetic traits and learned traits?

15 GRADE: 4 LS4 LS5 Life Science **S:LS4:4:3.1 Identify what the physical structures of humans do (e.g., sense organs eyes, ears, skin, etc.) or compare physical structures of humans to similar structures of animals. [LS4(K-4)FAF-8] **S:LS4:4:3.2 Distinguish between characteristics of humans that are inherited from parents (i.e., hair color, height, skin color, eye color) and others that are learned (e.g., riding a bike, singing a song, playing a game, reading). [LS4(K-4)POC-9] S:LS4:4:3.3 Recognize the nutritional value of different foods and distinguish between healthy and unhealthy food choices using data gathered from food labels and dietary guidelines, such as the food pyramid. S:LS5:4:2.1 Demonstrate the use of appropriate tools and simple equipment, such as thermometers, magnifiers and microscopes to gather data and extend the senses. What are the differences between healthy and unhealthy foods? How does the physical structure of the human body keep a person safe? What tools are used in a doctor s office? What tools are used to identify and classify organisms?

16 GRADE: 4 Life Science Essential Vocabulary CONTENT Characteristic Habitat Ecosystem Population Community Producer Consumer Decomposer Niche Food Webs Diversity Adaptation Natural Selection Genetic Trait Learned Traits Food Pyramid Nutrition INQUIRY Identification process Experiment Observation Inference Hypotheses Question Conclusion Compare Sort Classify Predict Measure Unit Data Evidence Demonstrate

17 GRADE: 4 Life Science Suggested Resources/ Activities Inquiry Leaf Sort Nutritionist (Fish and wildlife service) (Science Curriculum Website) (Science NECAP- Released items) Harcourt Science: Life Science- Looking at Ecosystems

18 Grade: 4 Physical Science Standards PS1 **S:PS1:4:1.2 Use measures of weight (data) to demonstrate that the whole equals the sum of its parts. [PS1(K-4)SAE-3] **S:PS1:4:2.4 Make a prediction about what might happen to the state of common materials when heated or cooled; or categorize materials as solid, liquid, or gas. [PS1(K-4)POC-2] **S:PS1:4:2.5 Collect and organize data about physical properties in order to classify objects or draw conclusions about objects and their characteristic properties (e.g., temperature, color, size, shape, weight, texture, flexibility). [PS1(K-4)INQ-1] Guiding Questions What part of a fraction represents total number of equal groups? What part of a fraction represents parts under consideration? What will happen to a solid, liquid, or gas when heated / cooled? What are the properties of a solid / liquid / gas? How would you classify an object by its temperature, shape, weight, etc? PS2 S:PS2:4:3.4 Differentiate between objects and materials that conduct electricity and those that are insulators of electricity. **S:PS2:4:3.6 Given a specific example or illustration (e.g., simple closed circuit, rubbing hands together) predict the observable effects of energy (i.e., the bulb lights, a bell rings, hands warm up). A test item may ask, What will happen when? [PS2(K-4)SAE-4] **S:PS2:4:3.7 Use observations of light in relation to other objects/substances to describe the properties of light (i.e., can be reflected, refracted, or absorbed). [PS2(K-4)SAE-5] What are conductors / insulators of electricity? What are the similarities/ difference between a series circuit and a parallel circuit? What must happen in order for a light bulb to turn on? What are the properties of light?

19 Grade: 4 Physical Science PS2 **S:PS2:4:3.8 Experiment, observe, or predict how heat might move from one object to another. [PS2(K-4) INQ+SAE-6] How can heat move from one object to another? PS3 S:PS3:4:1.1 Recognize that magnets attract certain kinds of other materials; and classify objects by those magnets will attract and those they will not. S:PS3:4:1.2 Recognize that magnets attract and repel each other. S:PS3:4:1.3 Explain that electrically charged material pulls on all other materials and can attract or repel other charged materials. S:PS3:4:1.4 Recognize that the Earth s gravitational force pulls any object toward it. **S:PS3:4:1.5 Use observations of magnets in relation to other objects to describe the properties of magnetism (i.e., attract or repel certain objects or has no effect). [PS3(K- 4)INQ+SAE-8] What materials are attracted to magnets? What materials are not attracted to magnets? When would two magnets attract towards each other? When would two magnets repel away from each other? How is a magnetic field and earth s gravitational force similar? PS4 S:PS4:4:2.1 Demonstrate how to use tools, such as magnifiers, scales, balances, rulers, and thermometers to gather data and extend the senses. S:PS4:4:3.1 Give examples of transportation systems used in New Hampshire, such as buses, trains, cars, and bicycles; and describe the sources of energy they use. What tools are used by scientists to conduct data based experiments? What types of transportation are used in N.H.? What energy sources are used in order for a bike, car, train, etc. to work?

20 Grade: 4 Physical Science Essential Vocabulary CONTENT Physical property Solid Liquid Gas Electricity Static Electricity Circuit Parallel Circuit Series Circuit Conductor Insulator Electric current Electric Cell Light / Energy Reflected Refracted Absorbed Magnet Poles Magnetic field Gravitational force INQUIRY Experiment Observation Inference Hypotheses Question Conclusion Compare Sort Classify Predict Measure Unit Data Evidence Demonstrate

21 Grade: 4 Physical Science Suggested Resources/ Activities Magnet Inquiry Task (Science Curriculum Website) (Science NECAP- Released items) Harcourt Science: Physical Science- Electricity and Magnetism